Mathematics Teachers’ Perceptions of The Positives of Blended Learning In Jordan
Abstract
Purpose of the study: The study aimed to reveal mathematics teachers’ perceptions about the positives of blended learning in Jordan.
Methodology: The researcher followed a descriptive research approach, by designing the study tool (a questionnaire) to verify Mathematics teachers’ perceptions of the positives of blended learning in Jordan. Calculating frequencies and averages of mathematics teachers’ response values. Descriptive research is used in field research and helps define positives of blended learning accurately and clearly. The size of the study population was (179) teachers. And The participants of study sample members were 135 teachers.
Main Findings: The findings of the study showed that mathematics teachers’ perceptions of the positives of blended learning are high, and the most prominent positives are: blended learning facilitates interpretation of mathematics curriculum content, The utilization of blended learning strategies increases student-teacher interaction, and in the teaching of mathematics, blended learning improves individual learning.
Novelty/Originality of this study: Explaining the positives of blended learning from mathematics teachers’ perceptions in teaching mathematics helps mathematics teachers rely on this approach as an effective and active teaching strategy. The findings of the study also help educational decision-makers in Jordan know the positives of blended learning and thus move forward in supporting and encouraging this type of learning.
References
Hermino, A., & Arifin, I., "Contextual character education for students in the senior high school.," European Journal of Educational Research, vol. 9, no. 3, pp. 1009-1023, 2023.
Tang, C., & Chaw, L., "Readiness for blended learning: Understanding attitude of university students," International Journal of Cyber Society and Education, vol. 6, no. 2, pp. 79-100, 2013.
Tohir, M., Maswar, M., Atikurrahman, M., Saiful, S., & Pradita, D. A. R., "Prospective teachers' expectations of students' mathematical thinking processes in solving problems," European Journal of Educational Research, vol. 9, no. 4, pp. 1735-1748, 2020.
Lin, Y,. Tseng, C,. and Chiang, P., "The Effect of blended learning in Mathematics Course," Eurasia Journal of Mathematics Science and Technology Education, vol. 13, no. 3, pp. 741-770, 2017.
Miyaji, I., & Fukui, H., "Change in knowledge and awareness in teacher education on Satoyama environmental learning: Through a blend of learning spaces, methods and media," European Journal of Educational Research, vol. 9, no. 4, pp. 1663-1674, 2020.
Fazal, M., & Bryant, M., "blended learning in middle school math: The question of effectiveness," Journal of Online Learning Research, vol. 5, no. 1, p. 49–64, 2019.
Iyer, R., & Pitts, J., "Teaching math to my scholars: Inner-City Middle School students," Journal of Education and Learning, vol. 6, no. 3, pp. 243-250, 2017.
Heilporn, Géraldine; Lakhal, Sawsen; Bélisle, Marilou, "An examination of teachers’ strategies to foster student engagement in blended learning in higher education," International Journal of Educational Technology in Higher Education, vol. 18, no. 1, pp. 25-31, 2021.
Garrison, D. Randy; Kanuka, Heather, "Blended learning: Uncovering its transformative potential in higher education," The Internet and Higher Education, vol. 7, no. 2, pp. 95-105, 2004.
Graham, Charles R, The Handbook of Blended Learning: Global Perspectives, Bonk: Pfeiffer, 2006.
Alebaikan, R., & Troudi, S, "blended learning in Saudi universities: challenges and perspectives.," ALT-J, vol. 18, no. 1, pp. 49-59, 2010.
Staker, H., & Horn, M. B., Classifying K-12 blended learning., Innosight Institute, 2012.
Yudt, K., & Columba, L., "The effects of blended learning in pre-service elementary mathematics teachers' performance and attitude," National Teacher Education Journal, vol. 10, no. 1, pp. 17-25, 2017.
Stahl, G., "Redesigning Mathematical Curriculum for Blended Learning," education science, vol. 11, no. 1, pp. 16-25, 2021.
Flores, L, "What we learned about personalized learning," in Taking stock of 2017, 2018.
Setiawan, A. A., Muhtadi, A., & Hukom, J, "blended learning and student mathematics ability in Indonesia: A meta-analysis study," International Journal of Instruction, vol. 15, no. 2, pp. 905-916, 2022.
Alammary, A,. Sheard, J,. and Carbone, A, "blended learning inHigher Education: Three Different Design Approaches," Australasian Journal of Educational Technology, vol. 30, no. 1, pp. 102-111, 2014.
Dewi, I,. Dwi, S,. Sugiman, B,. & Endri, Y, "Effectiveness of the blended learning Model to Improve Students’ Achievement of Mathematical Concepts," Journal of Education and e-Learning Research, vol. 8, no. 4, pp. 423-430, 2021.
B, Wimpey., Effects of blended learning on Student Achievement and Motivation in a Mathematics Classroom, 2021.
Borup, J., Graham, C. R., West, R. E., Archambault, L., & Spring, K. J., "Academic communities of engagement: An expansive lens for examining support structures in blended and online learning," Educational Technology Research and Development, vol. 68, no. 2, pp. 807-832, 2020.
Mulwa, E., "Difficulties Encountered by Students in the Learning and Usage of Mathematical Terminology: A Critical Literature Review," Journal of Education and Practice, vol. 6, no. 13, pp. 1-10, 2015.
Giarla, A., "What Are The Benefits Of Blended Learning?," 2022.
Luo, Y, "The opportunities and limitations of blended learning and the flipped classroom for second language teaching," Social Sciences & Humanities, vol. 14, no. 1, pp. 190-194, 2021.
Mukhtaramkhon, K., "Advantages and disadvantages of blended learning in higher education," Journal of Pedagogical Inventions and Practices, vol. 9, no. 1, pp. 14-19, 2022.
Khechine, H., Lakhal, S., Pascot, D., & Bytha, A, "UTAUT model for blended learning: The role of gender and age in the intention to use webinars," Interdisciplinary Journal of E-Learning and Learning Objects, vol. 10, no. 1, pp. 33-52, 2014.
S. Martínez, F. Guíñez, R. Zamora, S. Bustos, and B. Rodríguez, "On the Instructional Model of a B blended learning Program for Developing Mathematical Knowledge for Teaching," ZDM Mathematics Education, vol. 52, no. 5, pp. 877-891, 2020.
Surjono, H. D., Muhtadi, A., & Wahyuningsih, D, "The implementation of blended learning in multimedia courses for undergraduate students in Indonesia," International Journal of Information and Education Technology, vol. 7, no. 10, pp. 783-786, 2017.
Albhnsawy, A., & Aliweh, A. M, "Enhancing student teachers’ teaching skills through a blended learning approach," International Journal of Higher Education, vol. 5, no. 3, pp. 131-136, 2016.
Tang, C. Chaw, L, "Readiness for blended learning," International Journal of Cyber Society, vol. 6, no. 2, pp. 79-100, 2013.
Tuomainen, S, "A blended learning approach to academic writing and presentation skills," International Journal on Language, Literature and Culture in Education, vol. 3, no. 2, pp. 33-55, 2016.
Ceylan, V. K., & Kesici, A. E, "Effect of blended learning on academic achievement," Journal of Human Sciences, vol. 14, no. 1, pp. 308-315, 2017.
C. &. H. K. Attard, "An exploration of teacher and student perceptions of blended learning in four secondary mathematics classrooms," in Math. Educ, 2020.
Awodeyi, A. F., Akpan, E. T., & Udo, I. J., "Enhancing teaching and learning of mathematics: adoption of blended learning pedagogy in University of Uyo," International Journal of Science and Research, vol. 3, no. 11, pp. 40-45, 2014.
R. A. Rasheed, A. Kamsin, and N. A. Abdullah, "Challenges in the Online Component of Blended Learning: A Systematic Review," Computers & Education, vol. 144, no. 2, pp. 1077-1084, 2020.
S. Srinivasan, J. A. L. Ramos, and N. Muhammad, "A Flexible Future Education Model- Strategies Drawn from Teaching during the COVID-19 Pandemic," Educ. Sci, vol. 2, no. 2, pp. 557-562, 2021.
B. Atweh, B. Kaur, G. Nivera, A. Abadi, and S. Thinwiangthong,, "Futures for Post- Pandemic Mathematics Teacher Education: Responsiveness and Responsibility in the Face of a Crisis,," ZDM Mathematics Education, vol. 55, no. 1, p. 65–77, 2023.
Kaur, A, "Effectiveness of teaching mathematics through blended learning," International Journal Of Creative Research Thoughts, vol. 9, no. 6, pp. 749- 753, 2021.
Borba MC, Askar P, Engelbrecht J, Gadanidis G, Llinares S, Aguilar MS, "Blended learning, e-learning and mobile learning in mathematics education," ZDM, vol. 48, no. 5, p. 589–610, 2016.
Rivera, J, "The blended learning environment: A viable alternative for special needs students," Journal of Education and Training Studies, vol. 5, no. 2, pp. 79-84, 2017.
Fisher, J. F, 3 tops on incorporating special education into your blended-learning design, Christensen Institute, 2015.
Egara, F,. & Mosimege , M., "Effect of blended learning approach on secondary school learners’ mathematics achievement and retention," Education and Information Technologies, vol. 3, no. 1, pp. 10-17, 2024.
Tong, D.H., Uyen, B.P., Ngan, L.K., "blended learning in Mathematics Teacher Education: A Systematic Review," International Journal of Emerging Technologies in Learning, vol. 18, no. 17, p. 196–222, 2023.
Lofranco, V, "blended learning And Its Impact On Learners’ Learning Progress In Mathematics," Ignatian International Journal For Multidisciplinary Research, vol. 1, no. 3, pp. 220-231, 2023.
Arau´ jo Filho R, Gitirana V, "Pre-service teachers’ knowledge: Analysis of teachers’ education situation based on TPACK," The Mathematics Enthusiast, vol. 19, no. 2, p. 594–631, 2022.
Uyen, B.P., Ngan, L.K. , "blended learning in Mathematics Teacher Education: A Systematic Review.," International Journal of Emerging Technologies in Learning, vol. 18, no. 17, pp. 196-222, 2023.
Dewi, I,. Dwi, S,. Sugiman, B,. & Endri, Y. , "Effectiveness of the blended learning Model to Improve Students’ Achievement of Mathematical Concepts," Journal of Education and e-Learning Research, vol. 8, no. 4, pp. 423-430, 2021.
Yanfen Huang, Lin Wang. , "An Analysis of Research Themes and Trends of Teacher blended learning in China," Science Innovation, vol. 9, no. 6, pp. 234-243, 2021.
Frazier, A. Y., "The Impact of blended learning Upon Mathematics Attitudes and Academic Achievement: An Action Research Study.," (Doctoral dissertation), 2020.
Nuri, B. , "Why are mathematics teachers advised to use blended learning in the learning process?.," in Journal of Physics: Conference Series. 1397 012080., 2019.
Copyright (c) 2024 Mohammad Ali Ghunaimat, Esraa Ahmad Alawneh
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and acknowledge that the Indonesian Journal of Education Research (IJoER) is the first publisher licensed under a Creative Commons Attribution 4.0 International License.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges and earlier and greater citation of published work.
